Abstract:

As of autumn 2011, all schools in Sweden have adopted and applied the latest curriculum for the compulsory school system. The following is written in concern to technology:
The school is responsible for ensuring that each pupil on completing compulsory school: […] can use modern technology as a tool in the search for knowledge, communication, creativity and learning. (Skolverket, 2011, pp.13-14).

With this said, there are no guidelines or manuals on how this is to be conducted. In a report from the Swedish Schools Inspectorate it was concluded that the investment in technology is not being used for school education. The education systems keep investing in technology in the belief that schools and teachers will sooner or later adopt and benefit from the use of mobile and ubiquitous technologies.

This paper aims to present the complex problematic situation of aspects having an impact on adopting novel use of mobile and ubiquitous technologies in everyday teaching and learning practices.

The empirical foundation is based upon three projects: Geometry Mobile (GeM); Learning Ecology with Technologies from Science for Global Outcomes (LETS GO); and Collaborative Learning Using Digital Pens and Interactive Whiteboards (Collboard). All were conducted at local compulsory schools in Växjö municipality, Sweden, in collaboration with teachers, students and fellow researchers from the CeLeKT research group at Linnaeus University.

Two Thematic Analyses have been conducted: the first, an inductive analysis exploring the Students’ and Teachers’ Experience of using Mobile and Ubiquitous Technologies in their learning and teaching environment. The second analysis is deductive and uses themes from the Unified Theory of Acceptance and Use of Technology models with the aim of understanding the Perception and Acceptance of Teachers’ use of Mobile and Ubiquitous Technologies. In the results from the two analyses there are clear indicators on the added value that mobile and ubiquitous technology brings to the classrooms: students are able to actively participate, collaborate and discuss in different learning settings, which enhances their understanding of the subject at hand. The challenges are mainly to be found in the lack of training and education in use of the technology as a supporting tool for teaching and learning. Further factors influencing the teachers and the students are ease of use and reliability of the technology and societal changes.

The results of the analysis and the theoretical base of Technology Enhanced Learning have been illustrated with Soft Systems Methodologies Rich Picture, providing a holistic view of the problematic situation and making it possible to discuss the various parts as well as the situation as a whole. The study indicates that there are several factors influencing the adoption of the novel use of mobile and ubiquitous technologies in everyday teaching and learning within a complex situation on different levels.

Keywords:

mobile and ubiquitous technologies; novel use; technology enhanced learning; soft systems methodology; rich pictures; compulsory school in Sweden